This document provides guidance on creating effective webquests for students. It explains that a webquest should be centered around real online resources and require higher-level thinking skills rather than just summarization. The document also outlines the key parts of a successful webquest, including an engaging introduction, clear task, step-by-step process, appropriate online resources, rubric-based evaluation, and concluding reflection. Teachers are encouraged to design collaborative projects that make good use of available technology and match the curriculum and skill levels of their students.

1. CERVANTES TRAINING
ALCALA DE HENARES-MADRID-SPAIN
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Innovative skills in ICT through collaborative
and project-based teaching and learning
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2. According to Webquest.org a
webquest is:
• wrapped around a doable and interesting task that is ideally a scaled
down version of things that adults do as citizens or workers.
• requires higher level thinking, not simply summarizing. This includes
synthesis, analysis, problem-solving, creativity and judgment.
• makes good use of the web. A WebQuest that isn't based on real
resources from the web is probably just a traditional lesson in disguise.
(Of course, books and other media can be used within a WebQuest, but if
the web isn't at the heart of the lesson, it's not a WebQuest.)
• isn't a research report or a step-by-step science or math procedure.
Having learners simply distilling web sites and making a presentation
about them isn't enough.
• isn't just a series of web-based experiences. Having learners go look at
this page, then go play this game, then go here and turn your name into
hieroglyphs doesn't require higher level thinking skills and so, by
definition, isn't a WebQuest.
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3. Start by thinking about
your students
What do students
already know?
What are their
technical abilities?
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4. Identify what
equipment you have
available to you.• Will you have a computer for each student or will
students need to work in groups?
• Are the resources available or are some blocked by
your students?
• How much time can you spend in the lab?
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5. Ideas?
• Look at the standards you teach.
• What is something that you teach
now that you feel you could use
improvement?
• Are there web based resources for
this topic?
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6. Parts of a Webquest
• Introduction
• Topic
• Task
• Process
• Resources
• Evaluation
• Conclusion
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7. Introduction
• This is the hook. You want to capture your students and get them excited
about the activity.
• This should be:
 Meaningful
 Relevant
 Written at grade level
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8. Example:
• At the beginning of this year the junior class found out the
senior trip which had always been to Disney World was now
going to be to Washington D.C. The school board reasoned that
they wanted the trip to be an educational. Many of you were
furious with change and fought to have the trip changed back
to Disney World. The school board agreed to allow the class to
travel to Disney World however; you have been asked to put
the details and expenses of the trip into a proposal to be
presented to and approved by the school board. Your team has
been chosen to create the proposal which will include an
itinerary, budget, and description of the trip.
• http://questgarden.com/47/15/3/070224105812/
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9. cervantestraining@outl
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10. Task
• Describes what the students will be doing and
sets the stage for students to prepare
themselves.
• The task can:
 Explain procedures
 Identify roles in a group
 Provide links to any worksheets or graphic
organizers that need to be completed
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11. http://www.fccps.org/meh/teachers/misenheimer/egyptwebquest/e
gyptwebquest/atripdownthenile.htm#introduction
Example:
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12. Process
• Explains how students should complete the
webquest. Remember that a webquest should
be designed for students to work independently
with the teacher working as a facilitator.
• The process should:
• Written at for the grade level of the students
• List the steps the students will go through.
• Include any links need to accomplish the taks
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13. Example:
**STEP 1** Get into groups of three. Once in your group, each
person must choose one of the following roles : Volcano Expert,
Eruption Alerter, Facts Boy/Girl (depending on your gender of
course)
**STEP 2** Once each person in the group has a role, each of you
will go to the computer lab and research the assigned questions
given to your particular role. In addition to researching the
information regarding your role, each student must find five pieces
of information (about volcanoes) that they think are important and
would be most helpful in teaching another person about volcanoes.
**STEP 3** After researching is complete, meet back together and
share each of your findings. After hearing each of the member's five
pieces of important information (about volcanoes), your group will
decide on the top ten pieces of information that they find to be most
valuable. Your group will, in addition, keep the research
information regarding the questions assigned to each role.
•http://www.teacherweb.com/IN/PNC/Taylor/
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14. Resources
• This is were you will list the resources for your
students.
• In a webquest the main resources should be
internet based but you can supplement with
other resources.
• You will want to make sure that the resources
are the appropriate grade level and reading
level.
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15. Evaluations
• Explains the expectations.
• Rubrics (http://rubistar.4teachers.org/index.php)
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16. Example:
http://questgarden.com/45/56/4/070110213127/cervantestraining@outl
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17. Conclusion
• Ties everything together and has students
reflecting on their learning and the process they
went through.
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18. Example:
Congratulations on a job well done! Ms. Ima Fake is eager to look at
all the playground designs and I’m sure all the children at Notfo Real
School are very grateful.
Why let the fun and learning stop here? Put your new found
knowledge of simple machines to use some more. Perhaps you can
design a new amusement park ride that makes use of simple
machines. Maybe you can think of a problem that could be solved
with a simple machine, such as an invention that helps to get you out
of bed in the morning. These would also be great topics to
incorporate into your writing during Writers Workshop.
Just don’t let your discovery of simple machines end here. Look all
around you. I think you’ll be amazed to discover how often you use
simple machines.
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